Summer Beckley, 1 Literacy: Julius Caesar Sixth Grade Anticipated Time: 8:45-10:15 (90 minutes) The Penn Alexander

School

Goals/Objectives - SWBAT read Julius Caesar IOT analyze the metaphorical language of William Shakespeare through close reading and interpretation. - SWBAT differentiate between traits of characters in Julius Caesar IOT build understandings of what makes speakers persuasive and powerful. Standards (and Assessment Anchors, if applicable) - CCSS.ELA-Literacy.RL.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone - CCSS.ELA-Literacy.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - CCSS.ELA-Literacy.RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. - CCSS.ELA-Literacy.RL.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. Materials and preparation - Promethean Board - Laptop - Paragraph practice topic typed and ready to go on Promethean Board o How is Brutus different from the other members of the conspiracy? Classroom arrangement and management issues Classroom arrangement - Students have assigned seats at desks arranged in groups of four and six. Management issues: - Concern: Students may not take me as seriously as they do my Classroom Mentor. Strategy: I am utilizing the norms that my Classroom Mentor has established. The vocabulary work and paragraph practice are clearly established routines; students will know what to do and how they are expected to act. I will reinforce these things. Step Description 1. Pre-class - Establish norms: when students are lined up in hallway, ready to enter, wait for them to be in two quiet, straight lines. Please enter the classroom quietly, and take a seat. Think about the reading you did last night to answer the pre-class question. - Pre-class paragraph practice: How is Brutus different from the other members of the conspiracy? o While theyre writing, circulate to check their annotations. Time 8:45-8:46 (1 min)

8:46-9:00 (14 min)

Summer Beckley, 2 Transition: give students 5-minute and 1-minute warning. Take five more minutes; gather your thoughts...one minute, writing your concluding statement. Discussion - Have students discuss for five minutes in small groups. - Elicit student responses. Encourage them to cite evidence from text. - Transition: ask for volunteers to read for Lucius and Brutus. Julius Caesar - Close reading: continue in text, emphasizing close reading and note-taking skills. Students left off at the end of page 31. - *See notes attached. - Have students take five minutes to read over Brutuss soliloquy, analyze and write about the figurative language that Brutus uses. Unpack the metraphors. PSSA practice - Have students take out PSSA packets. - Review test-taking skills: reading instructions, reading questions before text, process of elimination, etc. Homework - Have students take out planners. Review paragraph on the power of metaphors in Brutus speech. - Call on individuals to recite Antony speech. -

2.

9:00-9:15 (15 min)

3.

9:15-10:00 (45 min)

4.

10:00-10:10 (10 min)

5.

10:00-10:15 (5 min)

Summer Beckley, 3 Close reading notes: Act II, scene i (Have students read for Lucius, Brutus; put up picture on Promethean Board of ancient Roman street.) Quickly read through the rest of Act I p. 33-34: Has come to the realization that Caesar needs to be killed, not for personal gain but for the general good of Rome. Has never known Caesar to let emotions override logic, but realizes it could all be a ploy. Take five minutes: read over that speech; what kind of figurative language does Brutus use? Unpack the metaphors (adder and ladder). Unpack analogy of serpents egg. Religious imagery. Setting: orchard, talking about serpents, etc. Spend a lot of time on this. Dont give it to them have students pull apart the language. p.35-36: redress: to set right; to repair whet: to sharpen phantasma: a ghost; a phantom Erabus (Air-uh-bus): Greek mythology, personification of darkness; place of darkness in underworld on the way to Hades (Readers for Cassius, Casca, Decius, Cinna, Metallus, Trebonius) p.38: Discussion point: why not make an oath? Palter: bargain